BULLETIN  OF  THE 

MISSOURI  STATE, 
NORMAL  SCHOOL 

THIRD  DISTRICT 

A STATE  COLLEGE 
CAPE  GIRARDEAU,  MISSOURI 


The  Use  of  the  Score  Card 
in  Rural  Schools 


BULLETIN 


OF  THE 

State  Normal  School 

THIRD  DISTRICT 


A COLLEGE  FOR  TEACHERS 


Vol.  II  OCTOBER,  1910  No.  2 


The  Use  of  the  Score  Card 
In  Rural  Schools 


CAPE  GIRARDEAU,  MISSOURI 


Published  by  the  Missouri  State  Normal  School,  Third  District. 

Issued  January,  March,  June,  October  and  December. 

Entered  at  the  Post  Office  at  Cape  Girardeau,  Mo.,  as  Second-class  Matter. 
Printed  by  the  Daily  Republican,  Cape  Girardeau,  Mo. 


The  Use  of  the  Score  Card  in  Rural  Schools 


E.  A.  COCKEFAIR. 

More  Applied  Agriculture  Needed  in  Our  Schools. 

In  many  parts  of  our  state  progressive  citizens  are  trying  to 
stimulate  men  and  boys  to  produce  better  corn  by  offering  pre- 
miums. An  extensive  observation  of  the  corn  exhibited  at  these 
contests  reveals  the  fact  that  more  people  can  raise  good  corn 
than  know  corn  well  enough  to  select  a good  sample.  This  is 
true  because  variety  characteristics  are  not  well  known;  and  be- 
cause ideal  standards  are  not  well  understood.  Many  people  have 
good  ideas  of  what  a good  ear  of  corn  should  be,  but  these  ideas 
are  confined  to  a few  points  to  the  oversight  of  others.  The  re- 
sult in  selection  is  that  samples  lack  uniformity  in  one  or  more 
of  the  essential  outstanding  points. 

The  greater  amount  of  instruction  in  corn  judging  is  being 
dispensed  by  institute  lecturers  and  thru  short  courses  in  colleges 
and  schools  of  agriculture.  The  few  who  have  been  able  to 
take  advantage  of  these  opportunities  are  the  ones  who  are 
winning  the  most  of  the  prizes;  the  many  look  on  and  wonder 
why.  A progressive  citizenship  is  doing  its  duty;  are  progressive 
teachers  doing  theirs?  May  not  instruction  in  this  very  import- 
ant branch  of  agriculture  be  brought  home  to  every  farmer’s  son 
in  his  own  district 

The  teaching  of  agriculture  is  now  demanded  in  every  public 
schoiol.  Teaching  regularly  from  text  book,  having  our  pupils 
study  by  paragraph,  and  learn  by  recitation — teaching  about 
things  instead  of  teaching  the  thing,  is  by  far  the  too  common 
method  by  which  we  are  fulfilling  our  obligation  to  the  law.  The 
purpose  of  this  bulletin  is  to  give  definite  instruction  in  the  art 
of  teaching  corn,  horse  and  cattle  judging.  The  methods 
recommended  are  essentially  those  used  by  all  schools  of  agri- 
culture. They  have  been  simplified  somewhat  for  the  grade  of 
pupils  to  be  taught,  and  modified  to  fit  the  peculiar  conditions  of 
Southeast  Missouri.  It  is  not  intended  that  the  teacher  shall 
follow  them  slavishly  or  copy  them  blindly.  As  the  details  have 
been  compiled  and  modified  from  forms  used  in  many  states  to 
meet  the  requirements  of  a particular  section,  sio  they  must  again 
be  modified  to  suit  varying  conditions.  It  is  earnestly  hoped  that 


Use  of  the  Score  Card  in  Rural  Schools. 


3 


a careful  perusal  of  the  following  pages  will  help  the  progressive 
teacher  to  become  proficient  in  teaching  the  three  kinds  of  judg- 
ing outlined. 

Rural  School  Agriculture  in  General. 

Agriculture  is  pre-eminently  a concrete  study.  Upon  this 
basis  it  furnishes  its  greatest  value  to  the  rural  school  curricu- 
lum. No  other  subject  can  be  substituted  for  it.  It  links  home 
life  with  school  life;  it  points  out  the  utility  value  of  arithmetic, 
geography,  and  pyhsiology;  it  supplements  reading,  history,  lan- 
guage and  spelling;  it  adds  the  touch  of  life.  Thru  this  study 
pupils  see  the  “sense”  in  all  others. 

Reading  'receives  thru  agriculture  a more  extended  field  of 
subject  matter — interesting  because  of  the  pupil’s  partial  ac- 
quaintance with  it  at  home.  Language  and  spelling  gain  an  ally 
in  the  necessity  of  a well  kept  note  book.  History  may  be  called 
upon  to  explain  why,  for  instance,  the  best  of  American  horses 
developed  in  Kentucky  and  Virginia;  why  the  Cydesdale  is  most 
popular  in  Canada;  why  the  saddle  horse  reached  its  highest  de- 
velopment in  the  United  States;  why  the  fine  wool  breeds  of 
sheep  originated  in  Spain;  why  nearly  all  the  beef  and  meat 
breeds  of  live  stock  had  their  origin  in  England,  while  the  dairy 
breeds  of  cattle  had  their  origin  in  Holland  and  the  islands  of  the 
southern  North  Sea.  So  agriculture  should  constantly  remind 
the  pupil  that  along  with  the  development  of  animals  and  seeds 
and  plants  and  all  things  useful  to  mankind  came  the  develop- 
ment of  man  himself,  which  is  the  essence  of  history. 

But  it  is  with  arithmetic,  geography,  and  physiology  that  ag- 
riculture bears  closest  relationship.  It  has  long  been  known  that 
the  country  boy  cares  more  for  his  ’rithmetic  than  for  his  other 
studies,  but  we  have  only  recently  comprehended  the  signifi- 
cance of  the  reason  why.  The  farmer  boy  can  see  how  arith- 
metic will  be  his  friend  in  measuring  hay,  or  selling  cattle,  or  lad- 
ing off  land,  or  calculating  interest.  But  he  seldom  sees  as  his 
teacher  should,  that  he  cou’d  profitably  carry  his  calculations  be- 
yond mere  bushels  or  rods  or  dollars.  He  should  translate  his 
bushel  yields  into  per  cent  yields,  his  rods  and  acres  into  frac- 
tional parts  of  the  whole  farm,  his  dollars  should  show  relation 
to  capital  stock  invested.  We  must  make  our  arithmetic  more 
agricultural  and  our  agriculture  more  arithmetical. 

Geography,  physiology  and  agriculture  are  rich  in  parallels. 
The  soil  and  the  forces  that  made  it,  are  making  it  and  unmak- 
ing it;  commercial  geography  and  manufacture  with  their  inter- 
relationship with  the  farm;  plant  life,  one  branch  leading  into 


4 


Cape  Girardeau  State  Normal  School. 


textile  industries,  forestry,  and  lumbering,  another  into  food  pro- 
duction; animal  life,  one  branch  leading  to  the  manufacture  of 
animal  products,  another  to  meat  supply;  food,  its  preparation, 
classification,  relative  values,  digestion,  assimilation,  so  closely 
related  are  all  these  topics  for  study  that  they  may  very  con- 
veniently be  taught  as  one  continuous  subject  if  well  ordered  be- 
forehand. 

These  three  subjects,  agriculture,  geography,  and  physiology, 
demand  freedom  from  routine  work  and  from  limitations  of  sub- 
ject matter.  They  must  be  free  to  change  with  environment  be- 
cause they  draw  on  it  for  object  lessons.  But  along  with  this  free- 
dom must  come  ability  to  direct  and  order  material.  Freedom 
here,  as  with  freedom  in  all  things  else,  must  be  bought  with  in- 
telligence. It  requires  a higher  degree  of  skill  to  teach  “without 
the  book”  than  with  it;  but  the  greater  the  skill  the  greater  the 
reward.  These  same  statements  may  rightly  be  claimed  for 
other  subjects,  yet  nowhere  is  it  so  essential  to  have  this  free- 
dom than  in  the  studies  that  hive  tbe^r  subject  matter  based  on 
tangible  things.  If  the  teaching  of  agriculture  can  create  this 
freedom  and  extend  it  to  other  sub  jets,  then  it  will  have  estab- 
lished another  claim  for  its  piace  in  the  curriculum. 


Use  of  the  Score  Card  in  Rural  Schools. 


CORN  JUDGING 

In  teaching  corn  judging  we  have  a branch  of  agriculture 
which  will  yield  immediate  practical  results.  To  be  able  -to  judge 
corn  well  is  an  asset  fully  as  valuable  as  to  he  able  to  grow  corn 
well;  for  to  know  good  corn  is  to  know  good  seed,  and  upon  good 
seed  depends  in  large  measure  the  immediate  crop,  and  what  is 
moi©  important,  the  continuance  of  such  crops. 

We  may  most  profitably  begin  the  study  of  corn  judging  about 
October  1st,  having  first  led  up  to  it  in  the  study  of  seeds.  Clean- 
er and  better  samples  can  be  obtained  at  this  time  of  year  than 
any  other.  Corn  gathering  is  on  at  home,  and  thru  the  influence 
of  county  fairs  and  corn  shows  interest  in  corn  is  awakened.  The 
first  step  in  corn  judging  is  to  obtain  some  samples  of  pure 
varieties.  The  more  the  better  for  comparison.  One  should  have 
at  least  one  sample  of  a standard  white  variety,  and  one  of  ia 
standard  yellow.  A sample  should  consist  of  ten  ears  selected  for 
uniformity.  A single  ear  may  be  used  if  it  is  an  excellent  individ- 
ual. These  samples  should  be  obtained  in  the  district  if  possible, 
or  they  may  be  purchased  at  county  fairs  and  corn  shows* 

Types  once  obtained  give  an  exercise  in  comparison  of  va- 
rieties pointing  out  similarities  and  differences.  Carefully  point 
out  the  distinguishing  characteristics  of  whatever  breeds  you 
may  have.  Emphasize  the  differences  between  breeds.  Give  a 
drill  in  the  recognition  of  breeds.  Following  this  preliminary  les- 
son let  each  pupil  take  a numbered  ear  of  corn  to  his  seat  and 
describe  it  in  writing,  noting  the  following  points  in  order: 

I.  Shape  of  Ear — Is  the  ear  (1)  Cylindrcial  (uniform  in  cir- 
cumberence  throughout) ; or 

2.  Tapering  slightly  (from  butt  to  tip) ; or 

3.  Very  tapering? 

II.  Length  of  Ear — (Give  length  in  inches.) 

III.  Circumference  of  ear — (Give  circumference  measure 
taken  one  third  of  the  distance  from  the  butt.  Five  foot  tape 
lines  to  be  purchased  at  five  cents  each  from  any  dry  goods  store 
are  best  for  these  measurements.) 

IV.  Color  of  Kernel. 

1.  Straw  or  Lemon  Yellow. 

2.  Golden  or  Orange  Yellow. 

3.  White. 

♦Where  corn  cannot  be  obtained  at  home  a supply  can  be  had 
from  the  State  Normal  at  Cape  Girardeau,  Mo.,  at  the  rate  of  ten 
cents  an  ear. 


6 


Gape  Girardeau  State  Normal  School. 


V.  Color  of  Cob. 


1. 

Red,  Pinkish,  Dark  Red,  or  White. 

VI. 

Shape  of  Kernel. 

1. 

Slightly  Wedge  Shaped  (Good  shoulders  near  the 
base  and  broad  tip.  This  is  the  best  shape  of 
kernel.) 

2. 

Wedge  Shaped. 

3. 

Shoe  Pegged  Shaped  (long  and  narrow.) 

VII. 

Indentation  of  Kernel. 

1. 

Smooth. 

2. 

Dimpled. 

3. 

Bridge  Dented  (when  edges  of  the  tip  bridging 
the  crease  in  the  nrddle). 

4. 

Beaked  or  Pinch  Dented  (showing  chaffiness). 

VIII.  Butts  of  Ears. 

1.  Flat  (oven  across  kernels  and  shank). 

2.  Shallow  (a  shallow  cavity  in  the  butt). 

3.  Moderately  Rounded  (cavity  quite  deep). 

4.  Deeply  Rounded  (cavity  deep  and  narrow). 

5.  Compressed  (kernels  short  over  butt). 

6.  Open  (wide  spaces  between  rows  of  kernels  at 
butt) . 

7.  Enlarged  (large  butt  but  no  extra  rows). 

8.  Expanded  (large  butt  caused  from  extra  rows). 

IX.  Tips  of  Ears. 

1.  Well  covered  (tip  filled  out  with  kernels). 

2.  Capped  (a  central  perpendicular  kernel  on  a well- 
filled  tip). 

3.  Exposed  (space  of  cob  uncovered  with  grain). 

X Space  Between  Rows. 

1.  Wide,  Medium,  or  Narrow. 

2.  Rows  Paired  (alternate  spaces  wide). 

3.  Rows  straight,  turning  to  tight,  or  to  left. 

XI.  Number  of  Rows  of  Kernels. 

X.  Cob. 

1.  'Large,  medium,  or  small  (a  proper  sized  cob 
should  be  in  diameter  twice  the  length  of  the  ker- 
nel ) . 

Before  this  lesson  is  passed  by,  the  pupil  should  have  described 
at  least  ten  ears  in  writing  in  his  note  book.  Each  day’s  recita- 
tion during  this  time  should  consist  of  an  oral  description  of  the 
ear  studied.  Let  the  pupil  stand  before  the  class  with  ear  in 
hand  showing  why  he  used  certain  adjectives  in  his  description. 
The  teacher  and  rest  of  the  class  are  to  criticise. 


The  following  table  will  be  found  helpful  in  the  study  of  breed  characteristics.  The  form  is  adopted  from  Prof  A. 
Shamel’s  Manual  of  Corn  Judging.  The  varieties  described  are  those  most  generally  grown  in  Missouri: 


a 

m 

0 

Is 

0 — 1 

to 
k>  S3 

rH 
t— i 

8 a 

d ■+■> 

£ 

d 

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0 

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White 

White 

CO  ^ 

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d d 

£2 

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1 

<x> 

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Large 

d 

Johnson  C( 
White 

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rH 

rH 

l 

S3 

o 

1—1 

a* 

c— 

1 

S3 

t"* 

Starch 

White 

White 

Long 

Wedge 

Short  pine 

to  -crinkle 

crease 

Shallow 

rounded 

Well 

covered 

Medium 

18 — 22 

1 — 

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crease 

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mod.  ro 

Exposec 

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16—20 

f ^ 

d 

u 

0 

ecS 

.a 

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ccS 

o 

Partly 

Cylindr 

05 

1 

05 

1 

SC. 

t- 

Orange 

Blood 

Red 

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crease 

Flat  to 
mod.  to 

0 

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18 — 22 

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W) 

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8 


Cape  Girardeau  State  Normal  School. 


Pupils  should  now  try  to  find  ten  ears  from  the  home  crop  that 
are  as  good  or  better  than  the  samples  procured  by  the  teacher. 
These  ten  ears  are  used  by  the  pupil  himself,  each  his  own  ten  ears 
for  a scoring  sample.  Now  is  the  time  to  use  the  score  card.  The 
county  school  superintendent  will  find  it  advantageous  in  most 
cases  to  have  enough  score  cards  printed  bearing  the  name  of  the 
county  to  supply  all  schools  under  his  jurisdiction.  The  cost  will 
be  much  less  than  for  individual  districts  to  purchase  them  else- 
where* 


Any  teacher  who  does  not  have  access  to  county  cards  may  ob- 
tain them  from  the  State  Normal,  Cape  Girardeau,  Mo.,  at  a cost 
of  one  cent  each. 


Use  of  the  Score  Card  in  Rural  Schools. 


9 


The  score  card  which  Missouri  pupils  should  study  is  the  one 
adopted  by  our  State  Corn  Growers’  Association,  reproduced  be- 
low: 


MISSOURI  SCORE  CARD— CORN 


1 

Variety  I 

Scale  of  Points  | No.  of  Sample 

1 

Trueness  to  type  and  breed  char-  | 
acteristics.  | 

1 Uniformity  of  Type  10  | 

2 Shape  of  Ears  10  | 

2 Length  of  Ears  10  | 

4 Giron  reference  of  Eajrs  5 

5.  Purity,  (a)  Kernel 5 

(b)  Cob  ..  5 j. 

— 45j 

Maturity  and  market  condition. 

6.  Maturity  . 5 

7.  Market  Condition  5 

— 10| 

Yielding  qualities  and  vitality.  j 

8.  Character  of  Germ 10  | 

9.  Kernels  (a)  Shape 5 | 

(b)  Uniformity  5 j 

10.  Butts  5 | 

11.  Tips  5 | 

12.  Space  5 | 

13.  Size  of  Cob  10  j 

— 45| 

Total 100  | 

VARIETY  STANDARDS 


Yellow  Length 

Reid’s  Yellow  Dent  10  to  10  % 

Learning  10  to  10  % 

St.  Charles  Yellow  10%  to  11 

Gartner  9 to  9 % 

White 

Boone  County  White  10%  to  11 

St.  Charles  White  10  to  10% 

Johnson  County  White  10%  to  11 

Silvermine 9 to  9 % 

Commercial  White  10%  to  11 

General  Entries  9%.  to  10% 

Name 

Date 


Circumference 

7 y4  to  7 % 
7 % to  7 34 
7 % to  7 34 
7%  to  7% 

7 % to  7 % 
7 % to  7 % 
7 % to  7 34 
7 to  7 % 
7%  to  734 
7 % t o 7 34 


10 


Cape  Girardeau  State  Normal  School. 


How  to  Apply  the  Points  of  the  Score  Card 

1.  Uniformity  of  Type  (10) — iFor  each  ear  differing  in  shape, 
color  or  indentation  from  the  type  of  the  variety  cut  from  one- 
quarter  to  one  point. 

2.  Shape  of  Ear  (10) — Ears  should  he  as  nearly  cylindrical  as 
possible  and  have  straight  rows  running  from  butt  to  tip.  These 
characteristics  usually  indicate  a high  per  cent  of  corn  to  cob,  and 
a large  number  of  kernels  iof  uniform  size  and  shape  for  planting. 
Cut  one-fourth  to  one  point  for  each  ear  that  tapers  too  greatly. 

3.  Length  of  Ears  (10) — Add  together  the  deficiency  and  ex- 
cess in  length  of  all  ears  not  conforming  to  the  standard  for  the 
variety,  and  for  each  inch  thus  'obtained  cut  one  point.  Should 
the  deficiency  exceed  10  inches  a cut  of  two  points  for  each  addi- 
tional inch  shall  be  made  on  the  total  score. 

4.  Circumference  of  Ears  (5) — 'The  deficiency  and  excess  in 
circumference  (one-third  the  distance  from  butt  to  tip)  of  all  ears 
not  conforming  to  the  standard  'of  the  variety,  shall  be  added  to- 
gether and  for  each  inch  thus  obtained  a cut  of  one-half  point 
shall  be  made. 

5.  Purity — Kernel  (5) — Kernels  should  be  free  from  mixture 
with  corn  of  opposite  color.  Mixture  in  yellow  corn  is  shown  on 
caps  of  kernels;  in  white  corn  on  the  sides.  For  each  mixed  ker- 
nel in  an  exhibit  cut  one-fourth  point. 

Purity — Cob  (5) — Cobs  should  be  one  color;  in  yellow  corn, 
red;  and  in  white  corn,  white.  (Except  St.  Charles  White.)  For 
pink  cobs  cut  one-fourth  to  one-half  point  for  each  according  to 
shade.  One  cob  of  the  opposite  color  shall  bar  the  exhibit. 

6.  Maturity  (5) — Ears  should  be  well  matured,  heavy,  dry,  and 
the  kernels  bright  and  firm  on  the  cob.  For  immature  or  loose 
ears  cut  not  to  exceed  one-half  point. 

7.  Market  Condition  (5) — Ears  should  be  free  from  injury  or 
decayed  spots.  Ears  showing  rotten  spots  or  injuries  should  be 
cut  one-fourth  to  one-half  point.  A dead  ear  should  be  cut  five 
points.  Two  dead  ears  shall  bar  the  exhibit. 

8.  Character  of  the  Germ  (10) — Germ  should  be  full,  smooth, 
bright,  not  blistered,  shriveled  or  discolored.  When  broken 
should  show  a fresh,  oily  appearance.  Cut  not  more  than  one 
point  for  each  ear  showing  inferior  germs. 

9.  Kernels — Shape  (5) — The  ideal  kernel  is  slightly  wedge 
shaped,  but  not  pointed,  the  length  of  which  is  approximately  one 
and  one-half  times  as  great  as  the  width  of  the  widest  part.  For 
each  ear  showing  kernels  of  poor  shape,  cut  from  one-fourth  to 
one-half  point. 


Use  of  the  Score  Card  in  Rural  Schools. 


11 


Kernels — Uniformity  (5) — The  kernels  from  the  different  ears 
should  be  of  the  same  size  and  shape;  also  those  in  each  ear 
should  be  uniform.  For  each  ear  having  kernels  which  differ  in 
shape  or  size  from  the  majority  cut  from  one-fourth  to  one-half 
point.  For  each  ear  with  very  irregular  kernels  cut  from  one- 
half  to  one  point. 

10.  Butts  (5) — An  ideal  butt  on  an  ear  of  corn  should  be  well 
rounded  out,  with  regular  rows  of  deep  kernels,  solidly  and  evenly 
compacted  around  a clean  cup-shaped  cavity.  Cut  not  to  exceed 
one-half  point  for  each  defective  butt. 

11.  Tips  (5) — The  tips  should  be  filled  out  to  the  end  with  deep 
kernels  in  regular  rows.  iThe  ideal  tip  is  completely  covered,  but 
if  kernels  are  deep  and  regular  to  end  of  cob  no  cut  need  be  made. 
Cut  not  to  exceed  one-half  point  for  each  defective  tip. 

12.  Space  (5) — There  should  be  no  open  space  between  rows, 
nor  between  the  kernels  in  the  row,  either  at  the  crown  or  at  the 
cob.  Cut  not  to  exceed  one-half  point  for  each  ear  seriously  de- 
fective in  this  respect. 

13.  Size  of  Cob  (10) — The  cob  should  be  medium  in  size  with 
diameter  about  twice  the  depth  of  the  kernel.  Too  large  a cob 
gives  a low  per  cent  of  corn,  while  too  small  a cob  does  not  favor  a 
large  yield  per  acre.  Cut  from  one-half  to  one  point  for  each  ear 
markedly  out  of  proportion  in  this  respect. 

1.  Before  asking  pupils  to  score  corn  it  is  well  to  go  over  the 
score  card  with  them  point  by  point,  applying  it  to  a sample,  and 
estimating  the  value  of  the  sample  in  that  particular  point.  In  the 
first  point  three  things  are  to  be  noticed:  Uniformity  in  shape, 
in  color,  in  indentation.  Type  here  does  not  necessarily  refer  to 
any  particular  breed.  In  looking  over  the  sample  one  should 
select  his  own  type,  to  consist  of  the  best  ears  among  the  ten 
which  look  most  nearly  alike.  Shove  these  ears  out  a little  way 
so  that  their  characteristics  may  stand  out  in  contrast  to  the  oth- 
ers. These  ears  are  to  be  the  standard  in  shape,  color,  and  in- 
dentation. Compare  each  of  the  other  ears  with  these  in  each  of 
the  three  things  separately,  marking  off  according  to  the  degree 
of  variation  as  the  score  card  directs.  Subtract  the  total  amount 
taken  off  from  the  perfect  score  (10)  and  mark  down  the  differ- 
ence in  the  line  corresponding  to  the  number  of  the  sample. 

2.  In  observing  shape  of  ear,  the  cylindrical  form  is  required 
in  order  to  maintain  the  same  size  grains  throughout,  but  judg- 
ment here  depends  largely  on  the  breed  of  corn.  In  Learning,  a 
moderate  taper  is  one  of  the  breed  requirements.  In  Reid’s  Yel- 
low Dent  a very  slight  taper  may  be  passed  over.  In  Cartner,  a 
slight  fullness  in  the  middle  is  expected.  All  other  breeds  must 


1.2  Cape  Girardeau  State  Normal  School. 

be  cylindrical  or  approach  it  closely.  Examine  each  ear  and  mark 
off  according  to  the  variation  from  the  breed  type.  Also  mark  off 
for  crooked  ears  and  twisted  kernels. 

3 and  4.  Measurement  may  be  accomplished  most  conven- 
iently with  a small  tape  line. 

5.  Caution  is  advised  in  judging  Reid’s  Yellow  Dent  for  pur- 
ity of  kernel,  for  in  this  breed  there  are  often  kernels  having  such 
light  shades  of  yellow  as  to  be  mistaken  by  beginners  for  mixed 
kernels.  The  term  “according  to  shade”  is  relative  only.  The 
type  color  of  ear  must  be  remembered  and  variations  from  it  in 
either  direction  are  cut  accordingly.  Purity  in  kernel  and  cob  is 
an  important  point.  It  is  the  measure  of  the  worth  of  the  corn 
for  seed.  Mixed  seed  and  an  off-color  cob  are  matters  of  inherit- 
ance, and  must  be  guarded  against  if  one  would  raise  uniform 
corn.  In  later  exercises  in  corn-scoring  or  judging  contests  it  is 
well  to  insert  an  ear  off-color  in  cob  into  an  otherwise  good  sam- 
ple. An  oversight  of  such  a feature  pointed  out  by  the  teacher  or 
some  bright  member  of  the  class  stimulates  to  keener  observation. 

6.  Aside  from  general  appearance,  we  determine  the  matur- 
ity of  an  ear  by  taking  it  in  both  hands  and  lightly  twisting  it.  If 
it  yields  readily  it  is  unripe  or  immature.  A considerable  latitude 
may  be  given  new  corn  in  this  respect,  but  very  loose  ears  at  gath- 
ering time  will  never  become  solid. 

7.  Dead  ears  are  sometimes  hard  to  detect.  They  are  usu- 
ally light  in  weight,  with  shriveled,  pale -white,  or  cheesy  germs. 
A typical  dead  ear  cr  two  m which  the  quality  of  deadness  is  not 
readily  detected  is  useful  to  insert  in  a sample  occasionally  to  cul- 
tivate keenness  of  observation. 

8 and  9.  The  character  of  the  germ  is  another  very  important 
point.  Upon  the  size  and  quality  of  the  germ  depends  the  power 
of  the  corn  to  grow.  In  addition  to  the  points  mentioned  on  the 
score  card,  length,  depth,  and  breadth  of  germ  are  considered.  A 
very  essential  matter  in  regard  to  the  injury  of  corn  samples  by 
rough  or  careless  handling  should  be  impressed  on  the  mind  of 
the  pupil  at  this  point.  Each  sample  of  corn  is  someone’s  private 
property.  Not  even  a corn  judge  has  a right  to  mar  an  exhibit  or 
sample  by  shelling  off  grains  unnecessarily,  breaking  ears,  or 
carelessly  letting  them  fall.  The  owner  may  want  to  exhibit  his 
corn  elsewhere,  and  if  the  next  judge  finds  grains  out  promiscu- 
ously he  does  not  know  but  that  the  owner  has  taken  out  mixed 
grains  to  avoid  being  scored  down  for  them.  He  therefore  scores 
down  for  kernels  out  just  as  for  mixed  kernels.  In  order  to  de- 
termine the  character  of  germ  and  shape  of  kernel  the  ears  should 
be  laid  s’de  by  side  in  a definite  order — 1st,  2d,  3d,  etc.  The  order 


TJse  of  the  Score  Card  in  Rural  Schools. 


13 


should  be  determined  by  uniformity  and  relative  perfection  of 
ears.  This  order  should  not  be  disarranged.  From  each  ear  two 
grains  may  be  taken  from  the  middle.  Lay  the  grains  in  a row 
along  the  ends  of  the  ears,  each  two  opposite  their  parent  ear. 
Such  an  arrangement  opens  the  cob  to  view  and  a fair  sample  of 
germ  and  shape  of  kernel  is  obtained  without  injury  to  the  ear. 
The  uniformity  of  kernels  is  determined  by  observation  of  the 
kernels  on  the  ear.  Note  that  irregularity  is  considered  from  two 
standpo’nts:  One  from  the  comparison  of  ears,  the  other  from  a 

comparison  of  all  of  the  kernels  on  each  ear  taken  separately.  The 
importance  of  uniform  kernels  is  easily  recognized  when  one 
thinks  of  getting  an  even  stand  in  planting  corn  with  a corn 
planter. 

10  and  11.  Butts  and  tips  are  best  learned  by  comparison. 
An  ear  of  any  type  should  be  selected  conforming  as  nearly  as 
possible  to  photographs  of  type  standards  obtained  from  books 
and  bulletins.  This  ear  may  then  be  used  as  a standard  good  butt 
or  good  tip,  with  which  all  other  ears  may  be  -compared.  A good 
estimate  of  the  tip  may  sometimes  be  obtained  by  placing  the  hand 
over  the  ear  at  the  place  where  the  kernels  begin  to  round  off 
into  shot-shaped  forms,  or  where  the  ear  begins  an  abrupt  taper. 
Good  butts  are  demanded  because  they  indicate  a high  percent- 
age of  corn  to  the  cob.  Good  tips  are  demanded  because  they  in- 
dicate vigor  in  the  parent  plant.  Poor  tips  are  not  always  due  to 
lack  of  vigor,  however;  sometimes  lack  of  fertilization  is  respon- 
sible. But  if  the  kernels  are  formed  and  round  off  and  become 
shallow  we  may  know  there  has  been  lack  of  vigor  or  food  supply. 
When  the  full  diameter  of  the  cob  is  left  uncovered  at  the  tip  cut 
one-half  point.  For  less  than  full  diameter  cut  in  proportion. 

12.  Wide  spaces  between  rows  and  round-topped  kernels  give 
us  a lo'jv  shelling  percentage  of  corn  to  cob.  Hence  the  reason 
for  requiring  “no  space  between  rows.” 

13.  Medium-sized  cobs  are  best.  Small  cobs  do  not  furnish 
space  enough  for  corn  attachment.  Large  cobs  are  generally 
sappy  and  require  a long  time  to  dry  out.  Hence  they  are  subject 
to  rot  or  mold;  also  if  freezing  weather  comes  on  while  they  are 
wet  the  expansion  of  the  water  in  the  delicate  cells  of  the  embryo 
plant  in  the  germ  causes  these  walls  to  burst,  destroying  the  life 
of  the  germ. 

To  gain  practice  in  scoring,  pupils  may  be  allowed  to  exchange 
samples  till  each  sample  has  been  scored  by  all  pupils.  Scorings 
should  then  be  compared  and  each  sample  discussed  in  class.  The 
next  step  is  the  scoring  of  a single  ear.  Let  each  pupil  select  what 
he  thinks  to  be  the  best  ear  from  his  own  sample  and  score  it.  A 


14 


Cape  Girardeau  State  Normal  School. 


single  ear  is  scored  just  as  a single  ear  in  a ten-ear  sample,  ten 
points  being  the  most  any  ear  can  receive.  As  the  ear  is  scored 
on  each  point  the  result  must  be  multiplied  by  ten  to  place  the 
scoring  on  the  basis  of  the  ten-ear  sample. 

The  previous  work  with  the  score  card  should  have  trained 
the  pupils  to  be  accurate  in  their  observations.  Now  for  the  prac- 
tical application.  Wihile  the  pupil  has  been  learning  corn  ideals 
by  the  use  of  the  score  card  he  should  have  been  urged  to  be  on 
the  watch  for  the  best  ears  to  be  found  in  the  home  crop.  Advise 
him  to  place  a box  or  barrel  in  the  feed  bin,  where  the  best  ears 
from  out  the  corn  that  is  being  fed  may  be  'thrown.  The  boy  or 
girl  may  visiit  this  box  occasionally  to  remove  the  most  promising 
ears.  Let  him  put  this  corn  away  where  it  will  not  be  disturbed 
by  mice.  Much  good  show  corn  may  be  selected  from  a good  crop 
in  this  manner  without  taking  a great  deal  of  time.  From  these 
best  ears,  samples  may  be  made  up  which  will  far  surpass  the 
pupil’s  first  selection. 

We  are  now  ready  to  hold  a district  or  in  ter  district  corn  show. 
In  some  instances  it  may  be  desirable  to  include  this  event  in 
Patrons’  Day  exercises.  The  event  should  be  planned  and  carried 
out  with  all  the  details  of  a real  corn  show.  Honor  prizes,  both 
in  exhibit  and  skill  in  judging,  may  be  given.  In  rare  cases  per- 
haps money  prizes  may  be  offered.  If  there  is  a large  enough 
class  of  interested  pupils  a Boys’  Corn  Growing  Association  may 
be  organized;  otherwise  the  teacher  should  direct  the  affair.  To 
make  the  show  seem  more  real,  pupils  may  prepare  premium  rib- 
bons of  blue,  red,  white,  and  yellow  paper.  Better  still,  in  the 
event  of  an  interdistrict  show,  real  premium  ribbons  may  be  ob- 
tained at  a printer’s  office  at  small  cost. 

The  premium  list  for  a corn  show  should  be  divided  into  at 
least  four  classes.  Each  class  is  subdivided  into  lots.  Exhibitors 
may  make  no  more  than  one  entry  in  any  one  lot.  The  arrange- 
ment of  the  premium  list  should  be  in  the  following  form: 

CLASS  A. 

Premiums  for  best  samples  of  ten  ears  of  standard  varieties  of 
white  corn. 

Lot  1 — Boone  County  White.  First  premium,  blue  ribbon; 
second  premium,  red,  etc. 

Lot  2 — St.  Charles  White.  First  premium,  blue  ribbon;  sec- 
ond premium,  red,  etc. 

Etc. 

CLASS  B. 

Same  as  “A,”  but  for  yellow  corn. 


Use  of  the  Score  Card  in  Rural  Schools. 


15 


CLASS  C. 

Same  as  “A,”  but  for  mixed  varieties.  This  class  includes 
corn  not  of  any  recognized  variety.  The  only  requirement  is  that 
it  shall  be  uniform.  The  measurement  limits  will  be  found  on  the 
score  card  under  “general  entries.”  The  lots  may  call  for  yellow 
corn,  white  corn,  mottled,  or  any  other  color.  Sometimes  the  lots 
call  for  early,  medium,  and  late  corn. 

CLASS  D. 

Premiums  for  best  single  ears  of  corn. 

Lot  1 — Boone  County  White.  First  premium,  blue  ribbon; 
second  premium,  etc. 

Lot  2 — Silvermine.  First  premium,  blue  ribbon;  second  pre- 
mium, etc. 

One  lot  is  allowed  for  each  breed  of  corn  and  one  for  “general 
entry.” 

Sweepstakes  premiums  may  be  allowed  for  best  ten  ears,  any 
variety,  and  for  best  single  ear  of  any  variety. 

The  ribbons  should  be  placed  by  some  disinterested  party  if 
such  person  can  be  procured;  or  by  the  teacher  himself.  No  rib- 
bons should  be  placed  until  the  pupils  have  had  a chance  to  judge 
in  contest.  Each  contestant  keeps  his  judgments  to  himself  till 
called  upon  to  give  his  reasons  for  his  placing.  In  his  judging 
each  pupil  should  have  a small  card  bearing  his  name.  On  this 
card  he  writes,  “Sample  placed  first,  No.  5;  sample  placed  second, 
No.  3;  sample  placed  third,  No.  1,”  etc.,  for  five  places.  This  card 
is  handed  in  and  then  from  memory  the  pupil  states  his  reasons 
for  placing  one  sample  above  another  to  the  fifth  place.  This  is  not 
an  easy  thing  to  do  and  only  one  set  of  samples  should  be  used  at 
first,  white  corn  only,  for  instance.  But  later,  as  the  pupil  gains 
proficiency  let  him  judge  all  the  classes  and  turn  in  all  the  cards 
before  giving  his  reasons  for  placing.  This  will  be  found  to  be 
one  of  the  finest  exercises  that  can  be  arranged  to  secure  clear 
thinking  and  accurate  expression. 

Objection  may  be  raised  to  the  amount  of  time  such  an  elabor- 
ate plan  as  this  will  consume. 

It  is  true  not  every  subject  of  which  our  agricultural  texts  treat 
could  be  taught  thus  elaborately  and  the  courses  finished  In  one 
year;  yet  merely  getting  through  the  book  should  not  be  our  ob- 
ject in  teaching  agriculture.  Again,  it  is  the  avowed  object  of 
this  bulletin  to  help  teachers  become  independent  of  books.  We 
ought  to  teach  well  first  that  which  will  be  ot  most  Immediate 
benefit  and  importance  to  our  pupils.  Let  other  things  come  in 
where  they  will.  To  do  the  work  as  outlined  will  require  from 
four  to  six  weeks  of  regular  class  time.  No  equal  amount  of  time 


16 


Gape  Girardeau  State  Normal  School. 


given  to  any  other  study  or  branch  of  agriculture  will  create  more 
interest  or  furnish  greater  stimulus  to  real  thinking  than  this.  It 
is  entirely  worth  the  effort.  It  is  also  recommended  that  Friday 
afternoon  exercises  in  corn  judging  be  given  once  a month  to  keep 
pupils  up  on  the  subject. 

As  a final  event  in  corn  judging  we  recommend  most  emphati- 
cally that  a corn  exhibition  and  corn-judging  contest  be  held  along 
with  other  contests  at  the  county  graduation  exercises  each  spring. 
The  more  contests  of  different  nature  that  can  be  brought  into 
these  events  the  more  interest  will  be  created  and  the  more  inter- 
est the  more  pupils  we  retain  in  our  schools. 

Some  difficulty  will  be  experienced  in  keeping  corn  in  the 
school  room  from  being  injured  by  mice  and  grain  weevil.  Old 
leaky  wash  boilers,  lard  cans,  coffee  boxes,  or  dry  goods  boxes 
lined  with  wire  netting  will  be  found  very  serviceable  as  contain- 
ers. Every  school  ought  to  have  a half  dozen  spring  mouse  traps 
which  should  be  set  regularly  once  or  twice  each  week.  Such 
precaution  will  keep  the  school  room  well  rid  of  this  pest.  Once 
every  month  or  two  the  corn  should  be  put  into  a tight  receptacle 
such  as  the  wash  boiler  and  a shallow  dish  placed  on  top  of  the 
corn.  Pour  about  two  table  spoonsful  of  carbon  bi-sulphide  into 
this  vessel  and  cover  the  boiler  tightly.  The  carbon  bi-sulphide 
evaporates  and  kills  all  insects  that  may  be  present.  Carbon 
bi-sulphide  may  be  purchased  from  any  druggist  at  small  cost. 
Care  must  be  taken  not  to  have  fire  near  the  sulphide,  as  it  is  ex- 
plosive. The  bottle  should  be  kept  in  a dark  place. 

References. 

The  following  books  and  bulletins  are  recommended  as  aids  in 
corn  judging.  Only  those  that  directly  bear  on  the  subject  are 
listed: 

Books: 

Manual  of  Corn  Judging,  by  A.  D.  Shamel. 

(The  most  complete  book  on  the  subject.) 

Orange  Judd  Company,  New  York  City,  50  cents. 

Examining  and  Grading  Grains,  by  Lyon  and  Montgomery. 

(Includes  all  grains,  brief,  but  good.) 

Ginn  & Company,  Chicago.  50  cents. 

Corn,  by  Bowman  and  Crossley. 

(A  complete  treatise  on  the  subject  of  corn,  advanced.) 

P.  C.  Taff,  Ames,  Iowa.  $2.00. 

Bulletins: 

The  Selection  of  Corn  for  Show,  by  M.  F.  Miller, 

College  of  Agriculture,  Columbia,  Mo. 

Co-operative  Corn  Variety  Tests,  Bulletin  87, 

College  of  Agriculture,  Columbia,  Mo. 


TJse  of  the  Score  Card  in  Rural  Schools. 


17 


JUDGING  THE  HORSE. 

Stock  judging  in  rural  schools  is  almost  an  unheard-of  thing. 
High  schools  do  very  little  of  it  as  yet.  A boy  has  to  go  to  col- 
lege to  learn  what  constitutes  a good  animal.  Is  there  any  good 
reason  why  this  should  be  so?  Is  not  live  stock  a very  consider- 
able part  of  the  environment  of  country  and  village  children? 
Have  not  educators  everywhere  observed  that  young  people,  espe- 
cially children,  have  a keener  interest  in  animals  than  in  any 
other  part  of  their  environment?  Are  not  pets  used  to  cultivate 
gentleness  and  self-control  in  children?  When  is  a farm  boy  so 
proud  as  when  he  gets  his  first  colt  or  calf  or  pig?  Why  do  we 
not  utilize  this  interest  in  our  scheme  of  rural  education  to  make 
it  more  attractive  to  the  twelve  or  fifteen  year  old  boy  who  thinks 
it  time  to  quit  school,  be  a real  farmer,  and  make  money?  Must 
we  wait  till  every  one  else  learns  to  utilize  the  available  equip- 
ment of  the  farm  'before  we  begin?  Or  shall  we  begin  and  let 
others  follow? 

For  various  reasons  the  horse  offers  the  best  subject  with 
which  to  begin  lessons  in  live  sto-ck  judging.  The  first  lesson  will 
require  an  hour  or  more  of  time  and  may  extend  over  two  or  three 
days,  half  of  the  noon  hour  being  utilized  if  no  more  convenient 
time  is  available.  The  teacher  should  look  about  in  the  neigh- 
borhood for  a reasonably  good,  gentle  horse.  Have  a pupil  bring 
this  horse  to  school.  At  the  hour  set  for  judging  have  one  boy 
hold  the  horse  and  the  lest  observe.  The  teacher  must  do  the 
greater  part  of  the  first  judging,  but  always  after  explaining  a 
point  on  the  score  card  have  the  pupils  help  make  the  decision  as 
to  the  degree  of  perfection  of  the  point  in  question  on  the  animal 
under  study.  *Score  cards  may  be  used  from  the  beginning  in 
scoring  horses  and  all  other  stock.  Each  pupil  should  have  one 
score  card  for  every  animal  judged.  Two  sets  of  score  cards  are 
used  in  judging  horses,  one  for  the  light  horse,  one  for  the  heavy 
one.  Light  horses  fall  into  several  groups:  The  principal  ones 
are  roadsters,  saddlers,  trotters  and  pacers,  and  carriage  horses. 
All  these  are  judged  by  the  light  horse  score  card.  The  light 
horse  score  card  is  reproduced  here  because  this  section  of  Mis- 
souri produces  more  horses  of  this  type  than  any  other.  The  form 
of  the  card  is  a copy  of  the  card  used  by  the  College  of  Agriculture, 
University  of  Missouri.  It  is  the  standard  for  this  state: 

* Score  cards  for  live  stock  should  be  obtained  from  the  County 
Superintendent.  Hf  he  can  not  furnish  the  supply  send  to  the 
State  Normal  at  Cape  Girardeau,  Mo.  All  stock-judging  cards 
are  furnished  at  one-half  cent  each. 


18 


Cape  Girardeau  State  Normal  School. 

SCORE  CARD— LIGHT  HORSES 


SCALE  OF  POINTS 


Pos- 

sible 

Score 


Points  Deficient. 


Stu- 

dent’s 

Score 


Cor- 

rected 


Age  

General  Appearance — 28  Points 

Weight,  estimated lbs.;  actual, lbs.... 

Height,  estimated bands;  actual hands 

Form,  symmetrical,  smooth,  stylish 

Quality,  refined;  bone  clean,  fine;  tendons 

clean,  defined;  hair  and  skin  fine 

Action,  energetic,  straight,  true,  elastic; 
walk,  stride  long,  quick,  regular;  trot, 

free,  balanced,  rapid 

Temperament,  active;  disposition  good,  sty- 
lish carriage  

Head  and  Neck — 11  Points 

Head,  proportionate,  well  carried,  features 

well  defined,  profile  straight  

Muzzle,  neat;  nostrils  large,  flexible;  lips 

thin,  firm,  even  

Eyes,  full,  bright,  clear,  large,  same  color 

Forehead,  broad,  full  

Ears,  medium  size,  tapering, well  carried, alert 

Lower  Jaw,  angles  wide,  space  clean 

Neck,  good  length,  well  muscled,  arched; 

'throat-latch  fine,  clean;  windpipe  large 

Forequarters — 20  Points 

Shoulder,  long,  sloping,  smoothly  muscled, 

extending  into  back  

Arm,  short,  strongly  muscled,  thrown  back, 

well  set 

Forearm,  long,  wide,  clean,  well  muscled 

Knees,  straight,  wide,  deep,  strong,  clean, 

strongly  supported  

Cannons,  short,  clean,  wide;  tendons  large, 

clean,  set  back  

Fetlocks,  wide,  straight,  strong,  clean 

Pasterns,  long,  sloping,  strong,  clean 

Feet,  medium  size,  even,  sound,  horn  dense, 
waxy;  soles  concave;  bars  strong,  full; 
frogs  large,  elastic;  heels  wide,  strongly 

supported  

Legs,  viewed  in  front,  a perpendicular  line 
from  the  shoulder  should  fall  upon  the  cen-j 
ter  of  the  knee,  cannon,  pastern  and  foot;| 
from  the  side,  a perpendicular  line  drop-| 
ping  from  the  center  of  the  elbow  joint] 
should  fall  upon  the  center  of  the  knee  and | 

pastern  joints  and  back  of  hoof | 

Body — 10  Points 

Withers,  moderate  height,  smooth,  extending] 
well  back  | 


15 


Use  of  the  Score  Card  in  Rural  Schools. 

SCORECARD — LIGHT  HORSES  (Continued). 


19 


Chest,  deep,  wide,  breast  hone  low;  girth 

large  

Ribs,  deep,  well  sprung,  closely  ribbed  to  hip 

Back,  broad,  short,  strong,  muscular 

Loins,  broad,  short,  wide,  strongly  and 

smoothly  muscled  

Underline,  long,  low;  flanks  well  let  down.... 

Hindquarters — 31  Points 

Hips,  broad,  smooth,  level 

Croup,  long,  wide,  muscular,  not  drooping.... 

Tail,  attached  high,  well  carried 

Thighs,  deep,  broad,  strong,  muscular 

Quarters,  deep,  heavily  muscled 

Stifles,  strong,  clean,  muscular 

Gaskins,  (lower  thighs)  long,  wide,  muscular 

Hocks,  large,  strong,  wide,  deep,  clean 

clean,  set  back,  well  defined 

Cannons,  short,  clean,  wide;  tendons  large, 

clean,  set  back  

Fetlocks,  wide,  straight,  strong,  clean 

Pasterns,  strong,  sloping,  springy,  clean 

Feet,  medium  size,  even,  sound,  horn  dense, 
waxy;  soles  concave;  bars  strong,  full; 
frogs  large,  elastic;  heels  wide,  strongly 

supported  | 

Legs,  viewed  from  behind,  a perpendicular| 
line  from  the  point  of  the  buttock  should| 
fall  upon  the  center  of  the  hock,  cannon| 
and  foot;  from  the  side,  a perpendicular| 
line  from  the  hip  joints  should  fall  upon| 
the  center  of  the  foot  and  divide  the  gas-j 
kin  in  the  middle;  and  a perpendicular! 
line  from  the  point  of  the  buttock  should  j 
run  parallel  with  the  line  of  the  cannon.... | 
Total . . .77.  77777 I 


2|- 

2|- 

2|- 

I 

2 1- 
1|- 
I 

2|- 
2 1- 
1|- 
2|- 
1|- 
2|- 
2 1- 
6i- 
2|- 
I 

2 1- 
1|- 
3|- 


4| 


I 

I 

3| 

1 00 1 


Animal  Date  

Student  Standing 


i 


When  we  begin  to  judge  a horse  the  first  point  to  observe  is 
age,  for  then  we  may  know  if  the  animal  is  undersized  or  over- 
grown. Age  is  estimated  in  horses  by  the  teeth.  (This  point 
may  be  omitted  if  pupils  are  young.  Yet  it  is  well  to  explain  the 
order  of  age  marks  in  the  teeth.)  Most  boys  on  the  farm  do  not 
know  this,  and  all  would  like  to  know.  The  front  teeth  of  a horse 
on  either  jaw  are  six  in  number.  The  two  center  teeth  above  and 
below  are  called  centers;  the  two  next  them  on  either  side  are  the 
middles;  the  two  outside  are  the  corners.  Below  we  print  a table 
of  age  marks  which  will  be  found  fairly  accurate; 


20 


Cape  Girardeau  State  Normal  School. 


TABLE  OF  AGE  MARKS — THE  HORSE. 

Milk  Teeth. 

Colt  at  birth  or  three  days  after — centers  cut. 

Colt  four  to  six  weeks  old — middles  cut. 

Colt  six  to  ten  months  old — corners  cut. 

Permanent  Teeth. 

Colt  2 y2  to  3 years  old — Milk  centers  shed,  permanent  centers 
in  wear. 

Colt  3 y2  to  4 years  old — Milk  middles  shed,  permanent  middles 
in  wear. 

Colt  4 y2  to  5 years  old — Milk  corners  shed,  permanent  corners 
in  wear. 

On  the  top  of  each  permanent  tooth  is  a dent  called  a “date 
cavity.”  As  the  tooth  wears  down  it  is  sometimes  called  the 
“table.”  These  tables  disappear  at  approximately  the  following 
ages: 

Horse  6 years  old  tables  gone  from  lower  centers. 

Horse  7 years  old  tables  gone  from  lower  middles. 

Horse  8 years  old  tables  gone  from  lower  corners. 

The  tables  from  the  upper  incisors  disappear  more  irregularly 
but  in  general  as  follows: 

Horse  9 to  9 y2  years — tables  gone  from  upper  centers. 

Horse  10  to  10^  years — tables  gone  from  upper  middles. 

.Horse  11  to  12  years — tables  gone  from  upper  corners. 

A horse  fed  on  soft  feed  will  retain  his  tables  longer;  one  on 
sandy  pasture  or  gritty  feed  will  lose  them  sooner  than  the  times 
indicated. 

After  estimating  the  age  one  should  stand  back  some  twenty 
feet  from  the  animal  to  note  the  “general  appearance.”  Weight, 
height  form,  quality,  action  and  temperament  constitute  general 
appearance.  Look  at  the  animal  first  from  the  front,  then  the 
side,  then  the  rear.  Guess  his  weight  and  put  it  on  the  score  card. 
Weight  will  have  to  be  entirely  a matter  of  guess  work  unless 
scales  are  in  the  neighborhood.  Height  is  guessed  first  and  later 
determined  by  a plumb  line  tape  measure,  measuring  from  the 
top  of  the  withers  down  the  fore  leg  to  the  ground.  Count  4 
inches  to  the  hana  and  record  in  hands.  A light  horse  must  be 

15  to  15 y2  hands  high,  with  a weight  from  900  to  1100  pounds 
for  roadsters.  Coach  horses  are  in  the  main  limited  to  15  y2  to 

16  hands  with  a weight  ranging  between  1200  and  1400  pounds. 
For  every  50  pounds  under  or  over  these  standards  score  off  one- 
fourth  point  on  the  score  card.  In  scoring  live  stock  we  mark 


Use  of  the  Score  Card  in  Rural  Schools. 


21 


down  what  is  taken  off,  then,  after  the  score  is  completed,  we 
subtract  the  total  from  the  perfect  score  100. 

As  you  walk  around  the  horse  note  if  any  part  of  the  body  is 
out  of  proportion  with  other  parts.  Is  the  head  too  large  or  too 
small?  Are  the  ears  too  large?  Is  the  forehead  broad  enough? 
Is  the  lower  jaw  too  heavy?  Is  the  neck  too  thin?  Are  the  legs 
straight  and  clean  cut?  Is  the  back  short  and  close  coupled  in 
the  loin?  Is  the  animal  “slab  sided”?  Are  the  hips  too  promi- 
nent? Does  the  croup  slope  too  much?  Are  the  feet  and  bones 
proper  size?  These  things  are  what  the  score  card  means  when 
it  says,  “Form  must  be  symmetrical,  smooth,  stylish.”  Four 
points  are  allowed  for  a perfect  animal.  Take  off  from  one-fourty 
of  a point  up,  according  to  the  amount  of  variation  from  what  you 
believe  would  be  perfect.  Ideals  will  have  to  be  gained  by  close 
study  of  photographs  of  the  world’s  best  animals. 

Quality  is  determined  by  the  bones,  skin,  and  hair.  The  bones 
of  the  head  and  legs  must  be  clean  cut  and  hard;  that  is,  free  from 
outgrowths  and  sponginess.  In  feeling  of  the  skin  it  should  melt 
away  under  your  fingers  as  though  you  were  feeling  of  a kid  glove. 
The  muscles  and  tendons  must  stand  out  clearly  defined.  The 
blood  vessels  just  under  the  skin  should  be  easily  traced.  The 
hair  must  be  fine  and  silky.  All  these  marks  indicate  endurance 
and  ability  to  respond  quickly  to  a word  of  command. 

Action  in  a horse  is  determined  by  his  walk  and  trot.  In  the 
walk  a horse  must  pick  up  his  feet  with  quickness  and  with  a free, 
easy  movement.  From  behind  one  should  be  able  to  see  the  whole 
face  of  the  foot  for  an  instant.  The  foot  is  to  be  carried  forward 
straight  and  set  down  lightly.  There  must  be  no  shuffling,  no 
dragging,  no  paddling,  that  is,  throwing  the  feet  outward  as  they 
are  carried  forward.  The  steps  must  show  elasticity  and  energy. 
From  behind  we  notice  the  hock,  which  must  move  forward  in  a 
straight  line,  bending  neither  outward  nor  inward.  The  hocks 
must  be  lifted  high  dnd  bend  with  ease.  The  evenness  of  gait  is 
determined  from  the  side.  If  the  back  is  too  long  you  get  the  im- 
pression that  the  horse  is  pulling  his  hind  parts  after  him;  if  too 
short  the  feet  seem  to  interfere  and  the  animal  seems  to  be  going 
on  an  uncertain  or  stilted  foundation.  Any  lameness  is  also 
quickly  detected  from  the  s4de. 

Temperament  is  determined  from  the  eye,  whether  it  is  bright 
and  clear,  taking  notice  of  things  or  not;  whether  it  shows  good 
temper  or  ill  temper;  from  the  ear,  whether  it  is  alert  and  well 
carried;  from  the  action  and  carriage  of  body,  whether  nervous  or 
not.  Nervous  does  not  mean  irritable  and  fidgety;  just  the  oppo- 


22 


Cape  Girardeau  State  Normal  School. 


site.  It  means  quickly  'responsive  to  nerve  impulses  and  entirely 
under  the  control  of  the  animal’s  own  will.  In  a word  tempera- 
ment means  fully  alive  to  all  that  is  going  on. 

These  qualities  relating  to  general  appearance  are  perhaps  the 
hardest  to  determine  of  all  the  points  on  the  score  card.  The 
proper  judgment  of  them  must  be  gained  by  practice  and  felt 
rather  than  learned;  therefore  after  explaining  general  appear- 
ance and  having  the  pupils  estimate  the  degree  of  each  quality 
possessed  by  the  animal,  we  may  pass  over  these  points  without 
further  criticism;  but  in  later  exercises  gradually  emphasize  them 
more  and  more.  Craig’s  “Judging  Live  Stock’’  will  prove  an  in- 
valuable aid  in  giving  a conception  of  these  very  important  points. 

After  getting  the  conformation  of  the  animal  well  in  mind 
then  approach  and  examine  point  by  point  more  closely. 

Head  and  Neck — These  parts  are  sufficiently  well  explained  by 
the  score  card. 

Forequarters — The  forequarters  of  a horse  present  an  interest- 
ing study  in  comparative  anatomy.  The  horse’s  shoulder  bone  is 
homologous  to  the  shouldef  blade  in  the  human  body.  The 
horse’s  arm,  corresponding  to  our  humerus  bone,  extends  from  the 
shoulder  point  backward  to  the  point  where  the  fore  leg  leaves 
the  body.  This  point  is  comparable  to  our  elbow.  The  depres- 
sion just  behind  it,  into  which  the  elbow  works,  is  called  the  fore 
flank.  The  card  calls  for  an  oblique  shoulder  and  a short,  well- 


Showing  how  slope  of  shoulder  and  angle  of  arm  bone  shorten 
the  step  of  a horse. 


Use  of  the  Score  Card  in  Rural  Schools.  23 

set  back  arm.  The  diagram  shows  why  these  qualities  are  essen- 
tial. 

The  forearm  is  homologous  to  our  own  fore  arm  and  extends 
on  the  horse  from  the  elbow  to  the  knee.  The  knee  then  must 
correspond  to  the  wrist  in  the  human  arm.  The  fore  arm  in  a 
horse  must  be  long.  The  longer  the  better,  if  not  out  of  propor- 
tion with  the  rest  of  the  body,  because  the  muscles  in  this  part 
move  the  fore  leg.  The  longer  they  are  the  greater  the  amount  of 
contraction  of  which  they  are  capable,  and  hence  the  quicker  the 
movement.  The  muscles  that  give  power  must  be  short  and  are 
found  in  the  arm  bone.  Thus  the  muscles  in  the  arm  must  be 
short,  deep  and  powerful.  Those  in  the  fore  arm  must  be  long 
and  broad  to  add  speed  to  power. 

The  knee  and  all  other  joints  must  be  large,  deep,  wide,  broad, 
and  strong.  Free  from  all  unnatural  outgrowths,  as  splints, 
spavins,  puffs  or  other  enlargements.  When  a joint  is  free  from 
these  we  call  it  a “clean”  joint. 

Below  the  knee  is  a short  bone  called  the  cannon.  It  cor- 
responds to  the  middle  meta-carpal  bone  in  the  hand.  Behind  it 
you  may  feel  two  little  bones  fastened  to  it,  Extending  about  one- 
third  of  the  way  dowm.  They  are  the  vestiges  of  the  two  meta-car- 
pal bones,  which  in  our  own  hand  are  on  either  side  of  the  middle 
meta-carpal  bone.  The  cannon  must  be  short,  because  over  it  the 
tendons  convey  the  power  of  the  horse’s  movement  to  the  foot.  It 
is  a well-known  principle  that  the  most  effective  power  must  be  as 
near  the  load  as  possible.  The  tendons  must  set  well  back  in 
order  to  give  leverage.  Horses  having  small  knees  and  close-set 
tendons  often  become  weak-kneed  and  stand  with  the  knees  set 
slightly  forward. 

The  fetlock  is  homologous  to  our  knuckle  joint;  the  pastern  is 
homologous  to  the  largest  of  our  middle  finger  bones.  The  score 
card  says  “long,  sloping,  strong,  clean.”  Long  and  sloping  (at 
an  angle  of  45  degrees)  to  give  springyness  to  the  step.  Strong 
to  prevent  giving  down  in  the  pasterns.  Clean,  free  from 
bony  outgrowths,  called  side  bones.  Just  below  the  pastern  and 
under  the  crown  of  the  hoof  is  a very  short  bone  called  the  corona, 
which  is  homologous  to  our  second  middle  finger  bone  and  in  the 
hoof  is  a triangular  shaped  bone  which  takes  the  place  of  the 
outer  bone  of  our  middle  finger.  The  hoof,  of  course,  corresponds 
to  our  own  finger  nail.  The  base  of  our  finger  nail  which  we  call 
the  quick  is  called  the  crown  in  the  horse’s  foot.  It  should  be 
large  to  promote  good  hoof  growth.  The  end  ot  our  finger  nail 
corresponds  to  the  toe  of  the  hoof,  which  in  the  horse  must  be 


24 


Cape  Girardeau  State  Normal  School. 


large.  The  edges  of  the  hoof  where  they  approach,  called  the 
heel,  must  be  high  and  wide  apart  to  give  room  for  a large  frog. 
Th©  frog  is  the  triangular  growth  resembling  an  arrow  head  at 
the  back  and  underneath  the  foot.  The  bars  are  supporting  ridges 
on  either  side  of  the  frog  and  are  really  the  turned-in  edges  of  the 
hoof.  The  sole  constitutes  the  remainder  of  the  bottom  of  the 
foot  and  is  required  to  be  concave  to  protect  the  frog.  A horse 
that  does  not  have  a concave  sole  is  said  to  be  flat-footed. 

Body — The  chest  of  a horse  is  required  to  be  deep,  that  is 
prominent,  and  low  in  front  below  the  neck,  and  large  in  girth 
just  back  of  the  fore  legs.  Depth  and  prominence  are  required 
rather  than  breadth.  Much  breadth  of  chest  causes  the  horse  to 
wobble  from  side  to  side  in  trotting,  because  it  throws  the  weight 
from  side  to  side.  Depth  and  prominence  and  large  girth  are 
requred  for  lung  capacity. 

The  ribs  must  be  well  sprung  from  the  vertebra  to  give  breadth 
of  back;  must  be  deep  to  give  capacity;  must  be  closely  ribbed  to 
the  hip  for  strength  of  back  and  to  prevent  weakness  in  the  loin. 
The  space  between  the  last  rib  and  hip  is  called  the  coupling.  If 
this  is  short  it  allows  for  a strong  loin  and  denotes  easy  keeping. 
The  back  must  be  short  for  strength.  The  back  is  measured  from 
the  top  of  the  withers  to  the  coupling  or  to  the  last  rib.  It  should 
be  about  half  as  long  as  the  underline  or  line  between  the  fore  and 
hind  flank  underneath  the  body.  The  underline  needs  to  be  long 
for  free  play  of  the  legs.  The  space  on  the  hack  between  the  last 
rib  and  a line  across  the  hips  is  the  loin.  It  should  be  short, 
broad,  and  deeply  covered  with  muscle,  for  this  is  the  connecting 
link  between  the  fore  and  hind  parts  of  the  body. 

The  Hind  Quarters — Here  again  are  many  points  of  interest. 
The  croup  is  the  space  from  a line  across  the  hips  out  to  the  pin 
bones  and  tail  head,  the  pin  bones  being  the  projection  of  the 
pelvis  bones  on  either  side  and  just  below  the  tail  head.  The  tail 
attached  high  means  that  the  tail  head  should  be  almost  on  a line 
with  the  back.  The  thigh  is  that  region  on  the  outside  of  the 
hind  leg  extending  from  the  pin  bones  across  to  the  hip  joint  and 
down  to  where  the  leg  begins  to  taper  toward  the  hock.  The 
quarter  refers  to  the  muscle  on  the  inside  of  the  leg,  which 
should  be  plump  with  muscle  well  down  the  leg.  It  is  in  the  thigh 
and  quarter  that  a horse  gets  his  main  propelling  power,  hence  the 
necessity  of  a great  deal  of  muscle  in  these  parts. 

From  a point  just  forward  from  the  pin  bone  to  a point  on  the 
leg  just  beneath  the  hind  flank  extends  a very  large  short  bone 
which  corresponds  to  our  thigh  or  femur  bone.  It  ends  in  a joint 


Use  of  the  Score  Card  in  Rural  Schools. 


25 


called  the  stifle  joint,  comparable  to  our  knee,  which,  on  the 
horse,  as  above  stated,  is  very  near  where  the  leg  leaves  the  body. 
Resting  a little  above  this  joint  is  a small  bone  comparable  to  our 
knee-cap.  Some  times  this  bone  is  thrown  out  of  place.  It  can 
never  be  replaced  and  become  strong  again.  A horse  thus  afflicted 
is  said  to  be  stifled. 

From  the  stifle  joint  to  the  hock  is  the  gaskin,  the  bone  homo- 
logous to  the  tibia  in  the  human  body.  The  gaskin  muscles  are 
comparable  to  the  calf  of  the  leg  in  our  bodies.  From  this  mus- 
cle the  hind  leg  gets  its  quickness  of  motion;  hence  the  gaskin 
should  be  long  and  covered  with  muscles  extending  well  down  to 
the  hock  for  the  same  reason  as  has  been  stated  for  the  fore  arm. 

The  hock  is  interesting  in  its  structure,  because  it  is  homo- 
logous to  the  human  heel  and  ankle  joint.  It  is  the  most  import- 
ant joint  in  the  horse’s  body,  for  it  must  support  the  full  weight 
oif  the  load  being  drawn.  The  greater  the  depth  of  the  hock  from 
behind  forward,  the  greater  leverage  the  tendons  have  in  pulling 
over  the  bones.  Bony  outgrowths  on  the  inside  lower  part  of  the 
hock  are  called  bone  spavin.  Bog  spavin  is  a soft  swelling  in  front 
of  the  hock.  Thoroughpin  is  a soft  swelling  in  the  upper  part  of 
the  hock  between  the  tibia  bone  and  the  large  tendon,  which  we 
call  the  tendon  of  Achilles.  A swelling  on  the  projection  of  the 
hock  is  called  a capped  hock.  A hard  ioutgrowth  on  the  back  of 
the  leg  at  the  base  of  the  hock  is  a curb.  These  are  unsouund- 
nesses  due  to  overstrain  or  to  naturally  weak  hocks.  The  hocks 
must  allow  a proper  curve  to  the  leg  as  viewed  from  the  side,  such 
that  when  the  animal  is  standing  straight  a line  dropped  from  the 
pin  bone  would  fall  along  the  back  of  the  cannon  bone  and  par- 
allel to  it.  A leg  straighter  than  this  is  apt  to  develop  spavins 
while  cne  set  in  more  is  called  a set  hock  and  is  liable  to  develop 
a curb. 

The  hind  cannon  bones  are  homologous  to  the  meta-tarsal 
bones  of  the  human  foot:  the  fetlock  joint  with  the  ball  of  the 
foot,  the  pastern  with  the  first  phalanges  bone  of  the  middle  toe, 
and  so  on  as  in  the  fore  foot.  At  the  base  of  the  pastern  bone, 
where  it  joins  with  the  corona,  or  just  above  the  crown  of  the  hoof 
we  sometimes  find  bony  outgrowths  on  the  side.  These  are  side 
bones.  In  front  just  above  the  crown  of  the  hoof  a bony  out- 
growth usually  indicates  ring-bone. 

Do  not  hurry  over  this  work.  It  is  interesting  and  valuable. 
Take  all  the  time  needed.  Then  have  the  pupils  bring  other 
horses,  each  his  own,  if  he  is  so  fortunate,  and  score  individually, 
comparing  scores  in  class  and  discussing  them  with  the  teacher. 


26 


Cape  Girardeau  State  Normal  School. 


Score  different  animals  until  pupils  become  fairly  quick  and  skill- 
ful in  their  observation.  Now  throw  away  the  score  card.  Have  four 
or  five  horses  brought  together.  Fold  a sheet  of  paper  forming 
four  pages.  Give  one  to  each  pupil.  Let  them  look  over  each 
horse  critically,  mentally  noting  its  strong  points  and  its  deficien- 
cies. Have  them  write  on  the  first  page  the  name  of  the  horse 
they  think  is  best;  on  the  second  page  the  second  best;  on  the 
third  page  the  third  best;  the  fourth  page  the  fourth  best.  Under 
these  headings  have  them  write  their  reasons  for  placing  each  ani- 
mal as  they  did  mentioning  the  strong  points  first,  the  deficiencies 
last.  Do  this  until  the  pupil  becomes  proficient  in  giving  reasons. 

Now  throw  away  the  folders.  Substitute  cards  on  which  the 
pupil  merely  states  which  animal  is  first,  second,  third,  etc.  The 
cards  are  to  be  given  to  the  teacher,  the  horses  removed,  and  each 
pupil  recite  from  memory  his  reasons  for  his  placing.  When  a 
pupil  states  reasons  never  allow  him  to  say  one  animal  has  a better 
head  or  neck  or  thigh  than  another;  state  in  what  respect  one  part 
is  better  than  another. 


Use  of  the  Score  Card  in  Rural  Schools. 


27 


JUDGING  DAIRY  CATTLE. 

The  dairy  score  card  is  chosen  for  explanation  here,  because 
the  dairy  cow  is  a more  universal  type  than  the  beef  animal.  In 
districts  where  beef  cattle  predominate  the  beef  cattle  score  card 
may  be  substituted.  The  same  general  principles  which  apply  in 
teaching  one  class  of  animals  apply  in  teaching  all  classes.  Weight 
and  form  standards  must  be  obtained  from  books  and  applied  to 
each  class  of  animals  until  learned. 

STUDENT’S  SCORE  CARD — DAIRY  CATTLE. 


Pos- 

SCALE  OF  POINTS.  sible 

score. 

Points  Defic.ent. 

Stu- 

dent's 

soore 

Cor- 

rected. 

Age,  estimated years,  actual years 

General  Appearance — 23  Points 

Weight,  estimated lbs.,  actual lbs.j 

score  according  to  age  ...  3 

Form,  deep,  low,  wedge  shape  as  viewed  from 
front,  side  and  top;  standing  squarely  on 
legs  | 5 

Quality,  bone  of  firm  texture;  hair  fine,  soft, 
skin  mellow,  loose,  medium  thickness;  se-| 
cretion  yellow | 5 

1 

1 

Condition,  healthy,  spare  fleshed j 3 

I 

Style,  active,  graceful  carriage  | 2 

| 

Temperament,  alert,  tractable,  highly  devel- 
oped nervous  system  perfectly  controlled, 
indicated  by  clear  placid  eyes,  marked  re-| 
finement  about  head, neck  and  forequarters, | 
prominent  backbone  and  normal  activity....]  5 

Head  and  Neck — 10  Points 

Muzzle,  good  size,  lips  thin,  nostril  large  and 

wide  apart,  jaws  wide  and  strong j 2 

Face,  medium  length,  broad,  slightly  dished]  1 

Eyes,  large,  full,  clear  bright,  placid 2 

! 

1 

1 

1 

1 1 

! 1 

Forehead,  broad,  slightly  dished | 1 

i 

Ears,  well  carried,  fine,  medium  size,  yellow| 
inside  | 1 

1. . 

Neck,  medium  length,  fine,  throalt  clean, | 
dewlap  slight  | 3 

1 

Forequarters — 6 Points  | 

Shoulders,  light,  narrow  at  top | 3 

| 

1 

Brisket,  light  ..  | 1 

1 

Legs,  straight,  short,  strong,  shank  fine,  fee*t ] 
sound  ..  | 2 

| 

Body — 22  Points 

Back,  strong,  prominent  spinal  processes, 
wide  apart  | 3 

1 

. ..I 

Chest,  deep  and  moderately  wide,  girth  large|  4 
Ribs,  deep,  wide  apart,  well  sprung | 4 

1 

1 

Loin,  broad,  strong,  with  roomy  coupling | 3 

i 

28  Cape  Girardeau  State  Normal  School. 


STUDENT’S  SCORE  CARD— DAIRY  CATTLE  (Continued). 


Rflrrpl  depp  widp  verv  capacious  

81 1 

Hindquarters — 39  Points 

Hips,  wide  apart,  prominent;  level  with  back 
Rump,  long,  wide,  straight  or  slightly  rising; 

pelvis  rnnmy  

1 1 

2 [ j 

i i 

31 1 

Pin  Pones  high  wide  apart 

11 1 

Tail,  set  high,  long,  tapering,  heavy  switch.... 
Thighs,  thin,  long,  wide  apart;  twist  very 
open  

1| | 

1 1 

31 1 

Eschutcheon,  spreading  over  thighs,  extend- 
ing high  and  wide;  large  thigh  ovals 

1 1 

11 1 

Udder,  broad,  symmetrical,  extending  well 
up  between  the  thighs,  free  from  fleshi- 
ness, well  held  up,  and  quarters  even  in 
size  

1 1 

1 1 

181 1 

Teats,  good  size,  evenly  placed  

41 1 

Milk  Veins,  large,  tortuous,  branching,  milk 
wells  large,  numerous  

i 

41 1 

Legs,  straight,  short,  strong;  shank  fine,  feet 
sound  

1 i 

21  1 

Total 

100| | 

Disqualifications  

Animal Date  

Student Standing 


General  Appearance. 

Weight  in  scoring  dairy  cattle  has  no  value  on  the  score  what- 
ever. It  is  placed  on  the  card  to  give  pupils  practice  in  estimating 
weight.  The  whole  general  appearance  of  any  animal  is  the  first 
slowly  around.  From  the  front  note  if  the  animal  is  wedge  shaped, 
cally  from  some  little  distance,  beginning  at  the  head  and  walking 
slowly  around.  From  the  front  note  if  the  animal  is  wedge  shaped, 
the  apex  of  the  wedge  along  the  back  bone,  the  base  at  the 
shoulder  point  and  extending  backward  with  increasing  width; 
note  if  the  animal  appears  wedge  shaped  from  the  side,  the  apex 
of  the  wedge  in  the  fore  quarters,  the  base  in  the  hind  quarters; 
wedge  shaped  from  the  top,  with  the  apex  of  the  wedge  in  sharp 
shoulder  blades  fitting  closely  to  the  back  bone,  and  the  base  of 
the  wedge  in  the  hip  bones  which  should  be  prominent.  The 
wedge  shaped  form  and  the  angularity  that  goes  with  it  are  of  no 
value  in  themselves  except  that  they  indicate  that  the  animal  has 
great  capacity  for  food  and  breathing;  also  that  the  substance  of 
this  food  does  not  go  to  the  formation  of  fat  or  muscles  to  any 
great  extent,  hence  it  must  go  to  the  formation  of  milk. 

Quality  as  indicated  by  soft,  fine  hair,  mellow  skin,  ^tc.,  is  im- 


Use  of  the  Score  Card  in  Rural  Schools. 


29 


portant  in  that  it  indicates  the  same  quality  in  the  animal’s  inner 
structure.  The  skin  continues  as  the  mucus  membrane  through- 
out the  entire  alimentary  canal.  The  skin,  mucous  membrane, 
and  nervous  system  all  had  their  origin  from  the  same  funda- 
mental tissue  in  the  embryonic  animal.  Hence  the  qualities  that 
apply  to  the  part  that  can  be  seen  apply  also  with  equal  force  to 
the  parts  that  can  not  be  seen.  iFine  skin  and  hair,  therefore, 
with  abundant  oily  secretion  indicates  a delicate  and  responsive 
alimentary  canal  with  abundant  digestive  secretions  under  the 
control  of  a delicate  responsive  nervous  organization.  The  yellow 
secretion  called  for  by  the  score  card  is  more  apparent  in  the  ear 
than  elsewhere. 

Temperament — In  the  use  of  the  term  nervous  we  do  not  mean 
to  imply  that  the  animal  is  excitable  and  scary.  It  is  the  antonym 
of  the  word  nerveless  and  means  responsive  to  outside  influence. 
It  refers  to  a lively,  yet  docile  disposition.  The  eye  is  an  index 
to  temperament.  It  should  be  placid,  but  not  sleepy.  The  animal 
should  be  alert  and  take  notice  of  things.  These  indications  of 
life  and  activity  indicate  that  the  vital  organs  are  also  active. 

Head  and  Neck — The  general  appearance  determined,  walk  up 
to  the  cow  from  the  front.  Note  first  the  muzzle.  A large  mouth 
is  called  for,  because  it  suggests  that  the  rest  of  the  digestive 
organs  are  large.  Large  nostrils  suggest  the  same  for  the  wind- 
pipe and  lungs. 

Large,  bright,  full  eyes  indicate  good  disposition  and  tempera- 
ment. 

The  face  is  the  part  from  a line  across  the  eyes  to  the  muzzle. 
Refinement  here  as  described  on  the  score  card  indicates  the 
feminine  quality  upon  which  milk  production  depends.  The  fore- 
head must  be  broad  to  show  intelligence  and  dishing  sightly  for 
the  same  reason  as  in  the  face.  The  words  used  to  describe  the 
ears  and  neck  also  describe  the  feminine  quality.  The  least  coarse- 
ness in  the  neck  indicates  a coarser,  more  masculine  nature  as  this 
part  is  highly  developed  only  in  the  male.  The  dewlap  is  the  loose 
skin  hanging  to  the  under  part  of  the  neck. 

The  fore  quarters  for  the  same  reason  as  the  neck  must  be 
light.  The  brisket  is  the  prominence  caused  by  the  sternal  bone 
projecting  forward  from  between  the  fore  legs  and  should  be  light 
because  it  has  nothing  to  do  with  milk  formation.  The  shank  is 
the  same  as  the  cannon  bone  in  the  horse. 

The  body  has  many  points  of  vital  importance.  The  chest  is 
measured  just  behind  the  shoulders.  Its  depth  and  width,  to- 
gether with  the  spring  of  ribs,  give  large  breathing  capacity,  which 


30 


Cape  Girardeau  State  Normal  School. 


is  required  to  purify  the  large  quantity  of  blood  whch  comes  in 
from  the  udder.  In  the  horse  and  in  beef  cattle  the  spring  of  rib 
must  start  from  the  spine  in  order  to  give  a round,  full  back.  In 
the  dairy  cow  the  spring  of  rib  should  be  in  the  lower  part,  giving 
the  characteristic  wedge-shape  which  furnishes  so  much  capacity 
for  food.  'The  ribs  are  to  be  widely  spaced,  also  indicating  lack  of 
flesh-producing  power,  which  means  more  power  to  produce  milk. 
Prominent,  wide-apart  spinal  processes  on  the  back  also  indicate 
lack  of  fattening  qualities.  The  loin  in  all  animals  should  be 
broad  and  strong,  but  the  coupling  in  dairy  cattle  (the  space  be- 
tween the  ribs  and  hip),  must  be  roomy  in  contrast  to  horses  and 
beef  cattle,  where  the  coupling  must  be  short.  The  roomy  coup- 
ling denotes  capacity.  For  capacity  also  the  barrel  (main  body) 
must  be  large. 

Hind  Quarters. 

The  rump  in  cattle  is  the  same  as  the  croup  in  horses.  The 
description  of  hips,  rump,  and  pin  bones  indicates  that  the  animal 
must  have  a large,  roomy  pelvis.  A long,  tapering  tail,  which 
ends  at  the  hocks,  and  has  a heavy  switch,  denotes  fine  quality. 
The  thighs  must  be  thin,  long  and  wide  apart  to  make  room  for 
the  udder.  The  twist  is  the  part  between  the  hind  legs  above  the 
crotch.  The  twist  should  be  open  to  afford  a high  attachment  for 
the  udder.  The  escutcheon  is  the  region  over  the  thighs  where 
the  hair  grows  upward.  At  the  top  the  escutcheon  ends  in  a 
whorl  of  hair  on  either  side  called  the  thigh  ovals. 

The  udder  is  the  most  important  part  about  the  cow.  The 
greater  surface  attachment  to  the  body  it  can  have  the  more  room 
it  will  have  to  hold  milk.  The  udder  must  feel  soft  and  yielding, 
containing  no  lumps  nor  excess  flesh,  because  this  is  in  the  way  of 
milk  glands.  It  must  be  “well  held  up,”  which  means  the  udder 
should  not  hang  limp  with  space  between  it  and  the  body.  Each 
quarter,  that  is,  each  part  that  supplies  a teat,  should  be  as  large 
as  any  other  quarter.  A frequent  fault  in  this  respect  is  that  the 
hind  quarters  are  larger  than  the  fore  quarters.  The  teats  evenly 
placed  means  that  they  should  be  well  separated,  evenly  spaced, 
and  about  the  same  length. 

The  milk  veins  are  the  large  outstanding  blood  vessels  which 
carry  the  blood  from  the  udder  forward  under  the  belly  to  the 
front.  The  larger  and  more  tortuous  they  are  the  more  blood  they 
can  carry,  hence  indicating  that  much  blood  goes  to  the  udder  to 
form  milk.  Here  and  there  along  the  veins  are  pockets  called 
milk  wells.  The  largest  one  is  where  the  vein  enters  the  body. 

After  the  demonstration  lesson  practice  judging  cattle  the 


Use  of  the  Score  Card  in  Rural  Schools. 


31 


same  as  in  judging  horses.  We  recommend  the  same  method  of 
procedure  as  used  with  the  horse,  subject  to  variation  by  the  origi- 
nality of  the  teacher. 


References. 

The  two  books  listed  below  are  considered  to  be  valuable 
as  references.  Altho  used  by  colleges  they  are  written  in  a 
style  easily  followed  by  a seventh  or  eighth  grade  pupil.  We  rec- 
ommend them  for  rural  school  libraries  as  well  as  h’gh  schools. 
To  the  teacher  who  is  trying  to  teach  live  stock  judging  they  are 
quite  essential  for  successful  work.  They  are  much  too  advanced 
for  use  as  texts,  but  may  be  used  to  great  advantage  for  supple- 
mentary reading  and  reference.  The  photographs  of  breed  types 
to  be  found  in  these  books  will  be  found  worth  the  cost: 

Books: 

Judging  Live  Stock,  by  John  A.  Craig. 

(Most  valuable  for  a discussion  of  “points”  in  all  classes 
of  live  stock.) 

Published  by  Kenyon  Printing  Co.,  Des  Moines,  Iowa. 
Price,  $1.25. 

Types  and  Breeds  of  Animals,  by  C.  S.  Plumb. 

(Best  for  history  and  characteristics  of  breeds). 
Published  by  Ginn  & Co.,  Chicago.  Price,  $2.00. 

Conclusion. 

This  little  bulletin  is  offered  to  the  teachers  of  Southeast  Mis- 
souri with  the  hope  that  it  will  help  them  to  teach  a more  effective 
agriculture.  Pupils  having  gone  through  the  book  in  agriculture 
may  sometimes  think  they  have  mastered  the  subject  and  will  not 
care  to  repeat  the  process  the  following  year.  A few  lessons  in 
corn  or  stock  judging  will  soon  convince  the  wisest  that  agricul- 
ture can  not  be  mastered  from  a book.  He  will  see  that  the  aver- 
age farmer’s  prejudice  against  “book  farming”  is  correct.  He  will 
also  see  that  mere  work  does  not  constitute  all  of  farming.  His 
school  work  will  give  him  something  new  to  think  about  and  do  on 
the  farm,  something  that  will  call  attention  to  himself,  something 
that  will  forestall  his  craving  to  be  an  engineer  or  a doctor  or  a 
lawyer  or  somebody  big,  something  that  will  whet  his  desire  for 
contest  and  at  the  same  time  give  him  self-control  and  self-com- 
mand. 

Few  teachers  may  feel  qualified  to  handle  the  subject  as  they 
think  it  should  be  handled.  Fear  of  making  mistakes  and  thus 
■disqualifying  one’s  self  in  the  estimation  of  pupils  is  often  the 


32 


Gape  Girardeau  State  Normal  School. 


real  reason  for  teachers  not  attempting  new  things.  To  all  such 
we  would  say  that  the  demand  for  encyclopedic  respect  is  no 
longer  made  by  the  best  teachers.  No  teacher  can  live  up  to  it  in 
the  present  day.  The  average  American  is  fair  minded,  none  more 
so  than  Young  America;  therefore,  let  every  teacher  take  up  any 
new  work  he  pleases  on  the  same  basis  with  the  pupils  and  all 
learn  together.  Only  this  is  demanded,  that  the  teacher  keep  far 
enough  ahead  in  the  work  to  command  respect  as  a leader. 

Some  teachers  may  feel  a hesitancy  in  handling  live  stock  be- 
fore pupils  where  both  sexes  are  taught  together.  The  objection 
is  born  of  false  modesty.  A manly  or  womanly  bearing  on  the 
part  of  the  teacher  will  forestall  vulgarity  on  the  part  of  the 
pupils.  No  lesson  is  more  needful  to  teach  than  that  of  clean 
mindedness;  no  better  way  to  teach  it  than  by  example. 

It  is  hoped  that  every  rural  teacher  who  receives  this  bulletin 
will  find  a way  to  use  all  or  part  of  its  suggestions.  Correspond- 
ence is  invited  on  any  point  not  understood. 


COURSES  OF  STUDY 


SCHOOL  OF  AGRICULTURE 
State  Normal,  Third  District 

CAPE  GIRARDEAU,  MO. 


The  State  Normal  School  at  Cape  Girardeau,  Missouri,  occupy- 
ing as  it  does  a position  of  isolation  from  other  large  schools,  in 
order  to  meet  the  needs  of  its  constituency,  has  deemed  it  expedi- 
ent to  establish  a School  of  Agriculture  in  connection  with  its 
regular  normal  work.  The  school  has  for  its  purpose  the  one  ob- 
ject of  improving  rural  conditions  in  Southeast  Missouri.  To  ac- 
complish this  result  four  distinct  lines  of  work  are  offered:  First, 
an  Agricultural  High  School  Course  of  Study;  second,  a Teachers’ 
Course  to  prepare  teachers  to  give  instruction  in  agriculture  in 
rural  and  high  schools;  third,  a Boys’  Short  Course  in  practical 
agriculture  for  boys  who  can  neither  attend  high  school  nor  col- 
lege; fourth,  a School  for  Farmers  lasting  from  ten  days  to  two 
weeks.  The  school  also  undertakes  some  demonstration  work  in 
which  the  most  promising  results  obtained  by  experiment  stations 
are  tried  for  adaptability  to  this  section.  The  school  has  fifty-four 
acres  of  land  which  is  being  equipped  as  rapidly  as  possible  with 
buildings,  orchards,  live  stock,  and  machinery. 

The  Agricultural  High  School. 

The  purpose  of  the  Agricultural  High  School  is  to  furnish  a 
course  of  instruction  for  boys  who  wish  to  get  a high  school  edu- 
cation which  will  fit  them  either  for  farm  life,  or  to  enter  an  agri- 
cultural college.  The  course  of  study  is  arranged  as  follows: 

FIRST  YEAR. 

Three  term  studies: 

English  grammar 

Algebra 

Biology 

Elementary  physics 

One  term  studies: 

Plant  culture 
Live  stock  judging 
Dairying 


34 


Cape  Girardeau  State  Normal  School. 


SECOND  YEAR 

Three  term  studies: 

Rhetoric 
General  history 

Mechanics  and  farm  machinery 
Elementary  chemistry 
One  term  studies: 

Farm  crops  and  grain  judging 
Soil  fertility 
Animal  feeding. 

THIRD  YEAR 

Three  term  studies: 

American  history 
Care  of  animals 
Elective 

Two  term  studies: 

Plain  geometry 
One  term  studies: 

Meteorology 

Fruit  and  vegetable  gardening 

Bookkeeping 

Farm  management. 

FOURTH  YEAR 

Work  entirely  elective,  but  must  be  selected  on  advice  from 
Normal  courses  and  from  elective  courses  in  agriculture. 

Elective  Courses: 

Group  I — Advanced  live  stock  judging 
Principles  of  breeding 
Soil  physics  and  chemistry. 

Group  II — Bacteriology 

Agricultural  chemistry 
Entomology. 

Group  III — Animal  physiology 
Plant  physiology. 

Group  IV — Economics 

Commercial  geography. 

Teachers’  Courses. 

Courses  fitting  teachers  to  give  instruction  in  agriculture  are 
offered  as  follows: 

Rural  School  Agriculture — A course  planned  to  give  teachers  a 
thorough  knowledge  of  the  principles  underlying  the  phenomena 
of  farm  life;  to  select  subject  matter  adaptable  to  rural  grades;  to 
work  out  a complete  system  of  practical  problems  in  agriculture; 


Use  of  the  Score  Card  in  Rural  Schools. 


35 


and  to  find  methods  of  correlating  agriculture  with  other  subjects. 
Three  terms’  work  are  required. 

Elementary  Agriculture — A course  one  term  in  length,  briefer 
than  the  above,  offered  during  the  spring  and  summer  terms. 

High  School  Agriculture — A course  taking  up  the  problems 
concerned  m the  introduction  and  teaching  of  agriculture  in  the 
high  school.  Offered  during  the  spring  and  summer  of  1911  as  a 
one-term  course.  Thereafter  it  will  be  expanded  into  one  year’s 
work. 


Boys’  Short  Course. 

For  boys  who  have  finished  their  rural  school  work  and  who, 
for  various  reasons,  find  it  impossible  to  attend  school  longer,  a 
course  of  six  weeks’  work  in  practical  agriculture  is  given.  The 
course  begins  January  3,  1911,  and  continues  for  six  weeks.  The 
character  of  the  work  may  be  outlined  as  follows: 

Bench  work  applied  to  the  construction  of  gates,  crates, 
moulds,  buildings  and  bridges.  Mechanical  drawing  applied  to 
building  plans  and  farm  plans.  Forge  work  applied  to  the  repair 
of  machinery  and  the  making,  use,  and  care  of  tools. 

The  agricultural  work  proper  includes  studies  in  soil  fertility 
and  cultivation,  crops,  corn  and  grain  judging,  the  feeding  of  ani- 
mals, care  of  animals  and  prevention  of  disease,  fruit  production, 
and  farm  economy.  Students  entering  this  short  course  are  given 
a note  book  in  printed  form  with  tables  and  outlines  of  work 
which  are  to  be  filled  out  by  the  student  himself.  Note  taking  is 
thus  made  easy  and  at  the  close  of  the  course  the  student  has  a 
complete  memoranda  of  all  that  he  has  learned,  thus  making  it  a 
handy  reference  in  his  practical  work  at  home. 

School  for  Farmers. 

Immediately  following  the  six  weeks’  short  course  for  boys 
comes  the  School  for  Farmers,  lasting  ten  days  to  two  weeks. 
Specialists  in  all  lines  of  agriculture  are  brought  to  the  Normal  to 
give  lectures  and  demonstrations  to  the  farmers  who  come  in  from 
all  parts  of  Southeast  Missouri.  Souvenir  note  books  with  printed 
tables  and  outlines  of  lectures  are  given  out  so  that  each  farmer 
who  attends  may  carry  away  with  him  a complete  memoranda  of 
the  information  he  has  gained. 

Growth  and  Outlook. 

The  School  of  Agriculture  had  its  origin  as  a distinct  depart- 


36 


Cape  Girardeau  State  Normal  School. 


ment  of  the  Normal  in  September,  1909.  During  the  school  year 
of  1909-1910,  sixteen  students  were  enrolled  in  the  high  school 
•course,  and  250  enrolled  in  the  teachers’  course.  The  boys’  short 
course  enrolled  ten.  The  School  for  Farmers  enrolls  each  year 
from  200  to  300  farmers.  On  the  opening  of  school,  September, 
1910,  the  enrollment  for  high  school  agriculture  increased  to 
forty-two.  As  against  thirteen  who  enrolled  in  the  teahers’  course 
at  the  beginning  of  last  year,  thirty  were  enrolled  this  year.  Indi- 
cations for  future  development  in  this  department  are  therefore 
very  promising.  The  need  for  such  work  to  be  carried  on  in  this 
part  of  the  state  is  also  very  evident  from  the  interest  taken  in  it 
by  the  people  from  the  beginning. 

Regular  Normal  Course. 

The  second  term  of  the  regular  Normal  Course  begins  Tues- 
day, November  29,  1910.  Students  who  desire  to  enter  at  this 
time  will  find  classes  to  suit  their  needs. 


